Children's Behavior Research Articles

The Associations Between Parenting and Bullying Among Children and Adolescents: A Systematic Review and Meta-Analysis.

Parenting styles are closely related to bullying behavior in children and adolescents. However, differences in study design and inconsistent results create uncertainty regarding the relationship between parenting and bullying. This study aimed to evaluate the associations between four parenting styles and bullying perpetration/victimization through a meta-analysis, identifying sources of study heterogeneity by examining moderating effects. This meta-analysis included 107 studies with 624 effect sizes and 162203 participants (49.28% female, Mage = 13.51, SDage = 2.56). Results indicated that positive parenting was negatively correlated with bullying perpetration and victimization, while negative/harsh parenting and uninvolved parenting were positively correlated with bullying perpetration and victimization. A positive correlation was also found between psychologically controlling parenting and bullying victimization (not perpetration). Significant moderating variables included the identity of the caregiver, country of origin, ethnic group, reporter of parenting, reporter of bullying, and measure of bullying. Specifically, the mother's psychological control was more related to bullying perpetration and victimization than the father's. Compared to other countries and ethnic groups, the relationships between psychologically controlling parenting or negative/harsh parenting and bullying were more positive in studies of Chinese and Asians. The relationship between negative/harsh parenting and bullying demonstrated a greater effect size in self-reported measures of parenting and bullying. Finally, a stronger correlation was found between negative/harsh parenting and bullying victimization when using the Olweus Bully/Victim Questionnaire to measure bullying. The current study deepens the understanding of the relationship between different parenting styles and bullying, emphasizing that adopting appropriate parenting, particularly positive parenting behaviors, helps mitigate bullying issues and achieve positive developmental outcomes for children and adolescents.

Assessing Whether Negative Parenting Cognitions Bias Parent Report of Preschoolers' Externalizing Symptoms: A Regularized Moderated Non-Linear Factor Analysis Approach.

Parent report is frequently used to assess children's psychopathology, however, researchers have expressed concerns about the validity of parent reports. Some parental characteristics, attitudes, or beliefs may systematically bias a parent's report of their child's behaviors and functioning. Informed by social information processing models of parenting risk, parents with more difficulties reflecting on and interpreting their children's behavior may be at risk for less accurate reports. The present study conducted two regularized moderated non-linear factor analyses with LONGSCAN data to examine how parents' self-reported negative parenting cognitions were associated with structural parameters of parent-reported child aggression and attention problems. While differential item functioning (DIF) was present on the aggression and attention problems subscales as a function of negative parenting cognitions, the DIF was small in magnitude, inconsistent in directionality and did not significantly alter factor-level parameters. Negative parenting cognitions did demonstrate a small but significant negative impact on all latent externalizing factors (aggression and attention problems), such that caregivers with fewer negative parenting cognitions endorsed fewer items, and this was associated with a lower mean of each latent variable. Given that accounting for DIF did not contribute to meaningful differences in impact parameters or improve criterion validity, findings suggest that the aggression and attention subscales are functionally invariant to negative parenting cognitions, suggesting that externalizing symptoms can be reliability compared across parents of varying parenting cognitions.

Children in sync: exploring how interpersonal synchrony experience induces cooperation between child peers.

Synchronous interpersonal movements induce positive prosocial behaviors in adults and children. The processes that underlie this are debated. Here, we investigate the extent to which visual cues available during synchrony experience-particularly shared facial expressions and mutual eye contact-are necessary. Pairs of same-sex 4-year-olds (N = 216 children; 50% girls; 81% white) from the US were randomly assigned to synchronized versus asynchronized swinging experience. Access to visual information was experimentally manipulated by using a transparent versus translucent barrier between the children. The translucent barrier acted as a visual filter preventing children from monitoring facial cues while still enabling them to see whether the partner was swinging in synchrony. After the swinging experience, all pairs of children were administered the same tests of cooperation. The children administered synchronous movement performed better on the cooperation tasks, and there was no significant difference as a function of barrier transparency. This suggests that the positive effects of synchrony do not require visual resolution of the partner's social-emotional facial cues. These findings advance our understanding about factors contributing to synchrony-induced cooperation between children.

Neighborhood assets, parenting, and child disruptive behavior in low-income black families.

Neighborhood assets, such as access to recreational facilities, density of residence, and safety, were examined in relation to parenting and disruptive behavior in early childhood. Examining data from a low-income Black preschool sample, this study investigated how self-reported neighborhood assets and observed parenting behaviors interactively predict observed disruptive behavior in children. Findings revealed a significant relationship between parenting and child behavior, where parenting with high sensitivity and engagement and parenting with less verbal and physical interference and intrusiveness predicted fewer child disruptive behaviors. There was also a significant interaction between neighborhood assets and parenting behaviors on child disruptive behavior, in which nonoptimal parenting behaviors predicted child disruptive behaviors to a greater degree in neighborhoods with fewer assets. On the other hand, optimal parenting was protective of child outcomes under conditions of fewer assets, above and beyond parenting in neighborhoods with greater assets. Few studies have examined this complex relationship between the neighborhood, parenting, and child disruptive behavior with the use of self-report and observational measures utilized in this study. Furthermore, few studies have examined this relationship within such a high-risk preschool sample. Given these findings, there is a need to improve neighborhoods to better support families. Additionally, clinicians may need to be more attentive to the effects of parenting and neighborhood assets on disruptive behavior in early childhood. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Impact of the COVID-19 pandemic on children and adolescents with autism spectrum disorder and their caregivers

Objective: To analyze the impact of the COVID-19 pandemic and social distancing on children and adolescents with autism spectrum disorder (ASD) and their caregivers. Methods: Observational, descriptive, and cross-sectional study conducted with parents/caregivers of children with ASD through an online questionnaire with 39 questions. Data were collected from October 2020 to January 2021, referring to the critical period of the pandemic in Ceará, from March to June 2020. Results: Of the 122 research participants (children/adolescents aged 2 to 18 years, average of 6.7 years), 87.7% interrupted multidisciplinary treatments during isolation. Most caregivers (86.8%) had more difficulties managing the children's free time. Behavioral problems became more intense for 61.5% and more frequent for 59.8% of participants. Difficulties in managing meals were reported by 39.3% of participants, and 97.1% stated that problems in managing autonomy were amplified. Behavioral regressions and worsening symptoms occurred in 81.1% of cases. Children and adolescents with pre-pandemic behavioral problems showed a significantly greater increase in the intensity (OR = 3.87, p = 0.05) and frequency (OR = 3.42, p = 0.05) of behavioral problems. In contrast, being an only child proved to be a protective factor against the negative impacts of isolation, with a significant reduction in the intensification (OR = 0.16, p < 0.05) and frequency (OR = 0.08, p < 0.01) of behavioral problems. Conclusion: The COVID-19 pandemic and social distancing negatively altered behavior, eating, and self-care patterns in children and adolescents with ASD, making this period more challenging for their caregivers.

Interventions for Managing Picky Eating in Preschool Children: Literature Review

Introduction: Picky eating in children is a widespread issue that can affect growth and development. Factors contributing to picky eating include parental influence, early feeding practices, and environmental conditions. Addressing picky eating behavior is crucial to prevent long-term negative effects on children's nutrition and health. Objective: This study aimed to evaluate the effectiveness of various interventions, such as sensory education, parent training, oral interventions, massage, and diet adjustments, in improving picky eating behavior in children. Method: A review of 15 studies published between 2013 and 2023 was conducted, focusing on intervention programs for children aged 1-6 years. The studies were selected from databases like PubMed, Science Direct, and Google Scholar. Result: Sensory education helped reduce food rejection by familiarizing children with new foods. Parent training, including cooking classes and the Baby Led Weaning (BLW) method, effectively reduced picky eating. Oral interventions, such as herbal remedies and appetite-enhancing supplements, showed positive outcomes. Massage techniques like Tui Na and tailored dietary plans also contributed to better eating habits in both underweight and overweight children. Conclusion: Interventions including sensory education, parental training, oral treatments, massage, and diet modifications can significantly improve eating behaviors in picky eater children, promoting healthier nutrition and growth.

Long-term characterization of behavior phenotypes in children with seizures: Analytic approach matters.

Behavioral problems in children with new onset epilepsies have been well established in the literature. More recently, the literature indicates the presence of unique behavioral patterns or phenotypes in youth with epilepsy that vary significantly in vulnerability and resilience to behavioral problems. This study contrasts the interpretation of behavioral risk as inferred from cross-sectional versus latent group analytic perspectives, as well as the presence, consistency, stability, and progression of behavioral phenotypes in youth with new onset epilepsy and sibling controls over 3 years. Three hundred twelve participants (6-16 years old) were recruited within 6 weeks of their first recognized seizure along with 223 unaffected siblings. Each child's behavior was recorded by parents and teachers frequently over 36 months using the Child Behavior Checklist (CBCL), and each child completed self-report measures of depression symptoms over 36 months. Measures were evaluated cross-sectionally and longitudinally to identify clusters with prototypical behavioral trajectories. Cross-sectional analyses exhibited a pattern of generalized and undifferentiated behavioral problems compared to sibling controls at baseline and prospectively. In contrast, latent trajectory modeling identified three distinct behavior phenotype clusters across all raters (parents, teachers, and youth) over baseline and longitudinal assessments. CBCL Cluster 1 (~30% of youth with epilepsy) exhibited behavior similar to/better than controls, Cluster 2 (~50%) exhibited moderate behavior issues, and Cluster 3 (~20%) exhibited the most pronounced/problematic behavior, falling into Achenbach's clinically relevant behavior range. Behavior within clusters remained stable and consistent. Teachers' and children's behavior assessments corresponded to these cluster groupings consistently over 36 months. Predictors of cluster membership include seizure syndrome type and social determinants of health. This study demonstrates the varying public health perspectives of behavioral risk in youth with epilepsy that result as a function of analytic approach as well as the presence of distinct latent behavioral trajectory phenotypes over time in youth with new onset epilepsy.

Influence of false beliefs and empathy on white lies among children with mild intellectual disabilities: focusing on trait and state perspectives

Children with mild intellectual disabilities often exhibit poor social skills owing to intellectual impairments. This makes it essential to enhance their communication abilities. This study provides a novel contribution by systematically investigating the effects of false beliefs and empathy on white lie behavior among children with mild intellectual disabilities, considering both state and trait dimensions. Experiment 1 examined the impact of trait-level false beliefs and trait-level empathy on trait-level white lies. The results demonstrated that trait-level false beliefs and trait-level empathy both significantly promoted white lie behavior. Experiment 2 explored the influence of state-level false beliefs and state-level empathy on state-level white lies and found similar positive effects. By integrating both trait and state perspectives, this research fills a gap in the literature on white lie behavior in children with mild intellectual disabilities and uncovers the mechanisms through which false beliefs and empathy operate in different contexts. These findings offer comprehensive educational and intervention strategies to improve social adaptation in children with mild intellectual disabilities.

The chain mediating role of parenting stress and child maltreatment in the association between maternal adverse childhood experiences and executive functions in preschool children: a longitudinal study.

Previous researches found that maternal adverse childhood experiences not only affect the psychological behavior of preschool children, but also have direct or indirect negative effects on the executive functions and cognition of offspring. And, the possible social psychological mechanism between maternal adverse childhood experiences and preschool children's executive functions is still not clear. This study mainly tries to understand the association between parenting stress and child maltreatment in maternal adverse childhood experiences and children's executive functions through longitudinal cohort. Participants were 2160 preschool children and their mothers who finally completed baseline and 3 waves of follow-up. Using a cohort study, a baseline survey of junior kindergartens was carried out in June 2021 and followed up every six months, with a total of 3 follow-ups. We found that executive functions in preschoolers were significantly positively correlated with maternal adverse childhood experiences, parenting stress, physical assault, psychological aggression, neglect and nonviolent discipline (r = 0.180, 0.386, 0.274, 0.302, 0.189, 0.148, respectively, P < 0.01). Further, parenting stress and child maltreatment showed a chain mediating effect between maternal adverse childhood experiences and executive functions in preschoolers, and the total indirect effects accounted for 70.56%, 78.69%, 65.38%, and 68.07% of the total effect, respectively. This study found that maternal adverse childhood experiences have a significant impact on the executive functions of preschool children, and parenting stress and child maltreatment are the mediating factors of their association, revealing the potential mechanism between the two associations from the perspective of social psychology.

Can authority affect the behavior of children ‘s third-party punishment?

Can authority affect the behavior of children ‘s third-party punishment?

Perspectives of Parents towards the Use of Corporal Punishment for Children

This article intends to identify the perspectives of parents towards the use of corporal punishment for shaping their children's behaviors. To achieve the objective, this research was guided by interpretive paradigm followed by basic qualitative research design. Only 10 parents were chosen by using purposive sampling method to conduct open-ended interview. Document analysis was also used to gather supplementary information required for the study. The study results reveal that though the corporal punishment is legally banned and has negative consequences on children, parents are continuously using it as a disciplinary method to shape their children's behaviors. Nevertheless, there is an increasing recognition of the limitations of punishment and the long-lasting implications of alternative approaches to making sustainable changes in children's behaviors. Almost all parents believe that punishment should be used to a minimal extent by giving more priority to alternative approaches to modify children’s behaviors.

Associations Between Sleep Health and Child Behavior at Age 6 Years in the INSIGHT Study.

Suboptimal sleep is associated with disruptive behaviors in childhood. We evaluate associations of mean and variability (SD) of sleep duration, quality, and timing with emotion regulation, impulsivity, and prosocial and antisocial behavior in children. Intervention Nurses Start Infants Growing on Healthy Trajectories, a randomized controlled trial designed for obesity prevention, compared a responsive parenting intervention delivered in the first 2.5 years after birth with a home safety control group. At age 6 years, children wore an actigraphy device for 7 days and participated in behavioral tasks evaluating behavioral control, emotion regulation, and prosocial and antisocial behaviors. Separate linear regression models examined associations between sleep and behavioral variables, adjusting for study group, child sex, and household income. Moderation analysis investigated whether the study group moderated relationships between sleep and positive age-appropriate behavior. Children (N = 143, age 6.7 ± 0.3 years) were predominantly non-Hispanic White (95%). Mean actigraphic sleep duration, quality, and timing were not associated with behavioral variables. By contrast, greater variability in sleep onset timing was associated with greater impulsivity (B = 0.85, p = 0.004) and poorer emotion regulation (B = -0.65, p = 0.01). Greater variability in sleep midpoint timing was associated with greater impulsivity (B = 0.80, p = 0.03). The study group moderated the effect of sleep onset variability on behavior; only the home safety control group exhibited a significant negative relationship between variability in sleep onset timing and emotion regulation (B = -1.28, p = 0.0002). Findings support the importance of consistency in sleep timing and how this may play a greater role in children's behavioral and emotional outcomes than mean actigraphic sleep duration and quality.

Research on the Impact of Parenting Styles on Internet Addiction in Primary School Students

Abstract: With the rapid development of mobile phones and smartwatches, many primary school students have become increasingly dependent on the internet, to the extent that it affects their normal lives. Parental upbringing significantly influences children's behavior, as a warm family environment can reduce internet dependency, while an overly strict and highly controlling one can increase the amount of time primary school students spend on the internet. This study investigated the impact of parenting styles on Internet addiction in adolescents. The sample comprised 71 elementary school students, including 34 females and 37 males. A personal information form, "The Revised Chinese Internet Addiction Scale (CIAS-R)," and "The 21-item Chinese version of the s-EMBU" were used in the data gathering process. Regression analysis, simple correlation, F-test, and t-test methods were applied in data analysis. According to the findings, internet addiction is favorably connected with perceived poor parenting styles and negatively correlated with perceived positive parenting styles. Furthermore, there are gender differences in the prevalence of internet addiction among teenagers, with male teens being more likely than female teens to experience problematic online addiction.

Parental education, Family Health Climate and accelerometer-based measured physical activity and sedentary behavior of primary school-aged children

IntroductionSociodemographic factors such as parental education level (ED) influence the physical activity (PA) and sedentary behavior (SED) of primary school-aged children. In this context, family factors, such as the physical activity-related Family Health Climate (FHCPA), are relevant. However, the effect of FHCPA on the interaction between ED and children’s activity behavior has not yet been investigated. Therefore, this study aimed to analyze the mediating effect of FHCPA on the relation between parental ED and children’s device-based measured PA and SED.MethodsA total of 94 children and their parents participated in the study. Questionnaires were used to assess parental ED and FHCPA. Children’s moderate to vigorous physical activity (MVPA) and SED were measured using accelerometers. Bivariate correlations were conducted to investigate associations between parental ED and MVPA/SED/FHCPA. Mediation analyses were used to investigate the role of FHCPA in the association between maternal and paternal ED and children’s MVPA/SED. Results indicate a small correlation between maternal ED and FHCPA for the total sample (ρ = 0.318, p &amp;lt; 0.001) and a medium correlation for girls only (ρ = 0.570, p &amp;lt; 0.001). Mediation analyses showed no significant mediation effect. However, there was a significant direct association when considering FHCPA in the relation between higher maternal ED and SED in girls compared to lower ED.DiscussionFuture research should examine more complex models to further develop and refine to facilitate the derivation of more effective recommendations for health prevention programs, particularly for mothers and girls.

Eating habits and behaviors in children with Dravet syndrome: A case-control study.

This study evaluated food preferences and eating behaviors of individuals with Dravet syndrome. Patients diagnosed with Dravet syndrome were recruited, as well as a control group composed of siblings of patients with epilepsy (any form). The Food Preference Questionnaire and the Child Eating Behavior Questionnaire were completed by caregivers along with two open-ended questions regarding eating challenges. Seventy-eight participants (45 with Dravet syndrome and 33 controls) were included. Compared to controls, mean scores for food preference were lower for fruits (p = .000099), meats and fish (p = .00094), and snacks (p = .000027) in Dravet syndrome. People with Dravet syndrome also had less emotional overeating (p = .0085) and food enjoyment (p = .0012), but more slowness in eating (p = .00021) and food fussiness (p = .0064). In a subgroup analysis of only pediatric (age <18 years) patients, similar results were observed for both food preferences and eating habits. In qualitative data, caregivers most commonly reported difficulties with fixation on specific foods. This study demonstrates specific food preferences and challenging eating behaviors in individuals with Dravet syndrome. These data provide potential avenues for nutritional interventions and behavioral therapies to increase the quality of life of patients and their families.

Contribution Of Parental And Teachers' Guidance Towards Independent Behavior Of Elementary School Children

The contribution of parental and teacher guidance to the independent behavior of elementary school children needs to be considered carefully. Although this guidance plays an important role in child development, overprotective attitudes, lack of consistency, and the influence of the social and technological environment can hinder children's independence. This study uses the library research method. The data collection technique in this study was carried out through documentation review or document review. To ensure the validity of the data in this study, the source triangulation technique was used. The results of the study showed that 1). The Role of Parents in Shaping the Independence of Elementary School Children is to play an important role in shaping children's independence, with democratic parenting patterns proven to be more effective in encouraging independence than authoritarian or permissive parenting patterns. 2). The Role of Teachers in Developing the Independence of Elementary School Children is to develop student independence through a teaching approach that encourages responsibility and active participation. By giving individual and group assignments, and involving students in projects and class discussions, teachers help students learn independently. 3). Collaboration of Parents and Teachers in Developing Independence of Elementary School Children is that parents and teachers play an important role in supporting the development of independence of elementary school children. Open communication and good cooperation between the two parties ensure that children receive consistent guidance, both at home and at school.

The Impact of Maternal Childhood Trauma on Children's Problem Behaviors: The Mediating Role of Maternal Depression and the Moderating Role of Mindful Parenting.

This study investigates the impact of maternal childhood trauma on children's problem behaviors, focusing on the mediating role of maternal depression and the moderating role of mindful parenting. The study used a convenience sampling method to survey 385 mother-child pairs from kindergartens in Jinan, China. Data were collected in two waves, and various validated questionnaires were used to assess maternal childhood trauma, depression, mindful parenting, and children's problem behaviors. Maternal childhood trauma positively predicted children's problem behaviors. Maternal depression was found to mediate this relationship. Mindful parenting moderated the effects of maternal childhood trauma and depression on children's problem behaviors, with high levels of mindful parenting mitigating these adverse effects. Maternal childhood trauma impacts children's problem behaviors both directly and indirectly through maternal depression. Mindful parenting serves as a protective factor, reducing the negative impact of maternal childhood trauma and depression on children's problem behaviors. These findings highlight the importance of interventions aimed at enhancing mindful parenting practices to improve child outcomes.

Willingness-to-taste in UK children aged 4-7 years was driven by contextual facilitation, not intervention, in a randomized controlled trial of sensory food education

Many children would benefit from a diet richer in vegetables and fruit. Reluctance to taste new foods is widely recognised as a barrier to healthy dietary variety in children. ‘Flavour School’ is a programme of ‘sensory food education’, aiming to increase children’s confidence and curiosity in exploring foods and flavours, especially vegetables and fruit. We report a pre-registered, cluster-randomised controlled trial to assess the outcomes of the Flavour School programme, in n=160 children aged 4-7 years from 5 UK schools in London and Leeds. Children either received the Flavour School programme (experimental group n=84) or no intervention (control group n=76), in a two-level design with children clustered within school classes. Data collection consisted of video recorded behavioural observation during a tasting activity designed to resemble a Flavour School activity, conducted before and after the intervention. Linear regression models were used to fit relationships between independent variables and outcomes; Willingness-to-taste, Enjoyment (positive/negative facial expression), and Expressiveness (change in facial expression). Most children engaged readily in the tasting activity at baseline. At follow-up children engaged with the tasting activity even more readily (on average biting one more food sample), with no significant effect of the intervention. We interpret these findings to indicate that intra-individual tasting behavior in children is context-dependent. Our results suggest that the context of sensory food education activities facilitates openness to tasting across the normal range of individual traits. However, we find no evidence that receiving sensory food education makes a reluctant taster into a less reluctant taster; no ‘curative’ effect of the intervention was observed. Rather, even usually fussy/reluctant children were often willing to have a go at tasting in the conducive context of an exploratory activity. Trial registrationISRCTN: 40249947 Date assigned 17/03/2020 Last edited 24/10/2022 Version 1.2 Trial Acronym OASES (Outcomes Assessment of Sensory Education in Schools)

LEGO®-Based Therapy in School Settings for Social Behavior Stimulation in Children with Autism Spectrum Disorder: Comparing Peer-Mediated and Expert Intervention

Background: LEGO®-based therapy is a social development protocol that uses LEGO® activities to support the development of a wide range of interaction skills, enhancing prosocial behaviors and mitigating the challenges associated with mental health difficulties and behavioral issues commonly observed in children with autism spectrum disorder (ASD). Objectives: This study aimed to explore the effects of LEGO®-based therapy on the social behavior and mental health of children with ASD, comparing stimulation mediated by expert and stimulation mediated by non-autistic peers. This study was approved by the Ethical Committee at Mackenzie Presbyterian University, ensuring adherence to ethical standards throughout the research process. Methods: This study involved 18 children with ASD, levels 1 or 2, with an intelligence quotient (IQ) above 70, and three typically developing peers, intelligence quotient (IQ) above 80, aged between 5 and 8 years old, of both sexes. Participants were randomized into three groups for stimulation (stimulation mediated by expert, by a non-autistic peer and control group). The measures were the Wechsler Abbreviated Scale of Intelligence, the Strengths and Difficulties Questionnaire (parent and teacher versions), the Inventory of Difficulties in Executive Functions, Regulation, and Aversion to Delay—Child Version, the Developmental Coordination Disorder Questionnaire, the Autism Behavior Checklist, and the Autistic Behavior Inventory. Results: After 14 sessions of 45 min in school settings, the participants of both groups (mediated by experts and non-autistic children) showed significant gains on social behavior. A statistically significant difference was observed between baseline sessions and probes (χ2 (5) = 25.905, p &lt; 0.001). These gains were maintained in both follow-up points, 30 and 90 days after the completion of the stimulation sessions. Additionally, maladaptive behavior showed a significant decline when compared pre- and post-intervention. These improvements were sustained during follow-up assessments at 30 and 90 days. Conclusions: The results suggest that a structured intervention combined with peer-mediated stimulation may be an effective method for promoting adaptive and prosocial behaviors in children with ASD.

Exploring the effect of diet programs on the behavior of Sudanese children with autism and the prevalence and association of gastrointestinal symptoms: a multi-center cross-sectional study.

Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by social difficulties, speech and nonverbal communication issues, and restricted behaviors. Nutritional issues, such as food allergies and intolerances, can affect children with ASD. This study aimed to evaluate the impact of diet programs on ASD behavior and gastrointestinal symptoms, which would be considered as a starting point to increase the family's knowledge about how to practice healthy and suitable dieting for their children. The study was a cross-sectional observational study on 45 children with an autism spectrum disorder in four centers aged 2-18 in Khartoum state. Data was collected through an interview questionnaire, which included sociodemographic, diet, gastrointestinal, and behavioral assessments. The data was analyzed using SPSS to find the correlation between the various variables. Independent t-test, Analysis of Variance, and Mann-Whitney test were used in univariant analysis to assess the association between study variables, while multiple linear regression was used in multivariant analysis for the same purpose. The study involved a large number of children with autism spectrum disorder (ASD), with 80% being male and 73.3% being school-aged. Most had parents as guardians and 71.1% were in intermediate financial status. About 20% were overweight or obese, and 57.8% did not have a specific diet program. Food selectivity was prevalent, with 22.7% having allergies to milk and wheat. ASD children experienced vomiting, gastric reflux, abdominal pain, and changes in stool characteristics. A significant link was found between financial status, behavioral status and gastrointestinal changes. High financial status was significantly different from intermediate and low statuses based on behavioral changes. However, no significant association was found in multivariant analysis. The study found that ASD children generally have good nutritional health, with a higher degree of dietary selection. The financial status of guardians significantly influenced behavioral and gastrointestinal changes in the children. Further interventional studies are recommended to assess the direct impact of diet programs on these symptoms.